You will refine your skills through a 100% online format to stand out as a Physical Education Teacher in Primary Education” 

The impact of physical activity on the holistic development of children is undeniable.  Beyond the obvious health benefits, exercise enhances cognitive, emotional, and social skills, becoming an essential pillar in the school environment. In a context where sedentary lifestyles and technology reduce movement in childhood, expert guidance in Physical Education is crucial to fostering healthy habits and strengthening values such as cooperation, effort, and resilience. 

To address current challenges in the educational field, TECH Global University will delve into innovative academic pathways, exploring strategies that promote coexistence both inside and outside the classroom, creating an inclusive environment that ensures equal opportunities. Furthermore, the program will approach classroom diversity from an innovative perspective, offering tools to optimize teaching practices and encourage a dynamic and meaningful space.  This will facilitate adaptation to different educational contexts while promoting a teaching approach focused on continuous improvement. 

This university program will provide professionals with the tools to perfect their competencies as Physical Education Teachers, incorporating updated approaches that blend new pedagogical methodologies with social and technological realities. Throughout the syllabus, you will acquire advanced strategies for designing didactic proposals that motivate students, enhance motor development, and contribute to more equitable and effective education. 

Additionally, the TECH Global University methodology is based on a flexible model that allows training to be completed at any time and from any device with an internet connection. Thanks to its 100% online format and the implementation of Relearning, knowledge retention will be optimized through the strategic repetition of key concepts. Moreover, the program will feature a world-renowned guest speaker and 10 Masterclasses that will enrich the academic experience with high-level perspectives. 

You will have access to a series of 10 unique Masterclasses, delivered by a prestigious international instructor, specializing in educational research”

This Master's Degree in Physical Education Teacher in Primary Education contains the most complete and up-to-date university program on the market. Its most notable features are: 

• The development of practical cases presented by experts in Physical Education  
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Special emphasis on innovative methodologies in physical activity for the holistic development of children 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection 

You will develop strategies to strengthen coexistence both inside and outside the classroom” 

The faculty includes professionals from the field of Physical Education in Primary Education, who bring their work experience to this program, along with renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will integrate innovative approaches into your daily practice to create an inclusive environment that ensures equal opportunities"

You will address classroom diversity from an innovative perspective, promoting more equitable and effective teaching"

This innovative academic journey will allow for an in-depth exploration of physical education from a multidimensional approach, integrating health, motor development, and values education to strengthen teaching in primary education. Through the analysis of the anatomical, physiological, and psychological foundations of movement, the planning of activities that promote well-being and student knowledge will be optimized. Additionally, strategies will be analyzed to apply scientific concepts in improving physical performance and preventing injuries. This will enhance the ability to design teaching interventions that promote healthy habits within the school environment. 

You will delve into the physiological and psychological foundations of movement, understanding their impact on physical performance” 

Module 1. Education and Coexistence Inside and Outside the Classroom

1.1. School Coexistence

1.1.1. Definition of Coexistence
1.1.2. Models on School Coexistence
1.1.3. Development of Basic Skills for Good Coexistence
1.1.4. School Spaces for Coexistence

1.2. Coexistence and Equality Plan

1.2.1. The Coexistence and Equality Plan
1.2.2. Objectives of the Coexistence and Equality Plan
1.2.3. Phases of the Coexistence and Equality Plan
1.2.4. Actions of the Coexistence and Equality Plan
1.2.5. Evaluation of the Monitoring of the Coexistence and Equality Plan

1.3. Discrimination at School

1.3.1. Concept of Discrimination
1.3.2. Types of Discrimination
1.3.3. Causes of Discrimination and How to Detect It
1.3.4. Guidelines for Detecting Situations of Discrimination

1.4. School Conflict

1.4.1. The Definition of Conflict
1.4.2. Causes of the Conflict
1.4.3. Characteristics of the Conflict
1.4.4. Types of School Conflict
1.4.5. Forms of Positive Conflict Resolution

1.5. Preventive Strategies and Intervention Techniques

1.5.1. School Conflict Prevention Programs
1.5.2. Negotiation at School
1.5.3. School Mediation
1.5.4. Intervention in Cases Detected

1.6. Family and School

1.6.1. Family-school Relationship
1.6.2. Influence of the Family on School Coexistence
1.6.3. Conflict Between the Family and the Education Center
1.6.4. Action Protocol for School Conflict
1.6.5. Recommendations for Families

1.7. Influence of the Media and Technology.

1.7.1. The Technological Era and its Influence on Social Relationships
1.7.2. Advantages and Disadvantages of ICTs for Coexistence
1.7.3. Influence of ICTs on School Conflict
1.7.4. Cyber Risks in the Student Body
1.7.5. Educational Tools for the Responsible Use of ICTs

1.8. Teacher Professional Development Programs

1.8.1. Learning by Doing
1.8.2. Principles Guiding Effectiveness
1.8.3. Utilitas, Firmitas and Venustas
1.8.4. Proposals that Work
1.8.5. The Student as an Indicator
1.8.6. Program Evaluation and Program Improvement
1.8.7. Feedback through Technologies

1.9. Towards Excellence in Teachers’ Professional Development

1.9.1. Premises and Principles of Teacher Professional Development Basis
1.9.2. The Ingredients for Excellence
1.9.3. Some Policy Suggestions

1.10. In-service Teacher Training: Motivations, Achievements and Needs

1.10.1. Concept of Lifelong Learning
1.10.2. The Teacher as an Object of Research
1.10.3. Methodological Approach
1.10.4. Motivations for Continuing Education Activities
1.10.5. Level of Participation in Training Activities
1.10.6. Fields in which Training is Most in Demand

Module 2. Knowledge of Physical Education and Sport in Primary Education

2.1. History of Physical Education

2.1.1. First Stage (First Half of the 19th Century)
2.1.2. Second Stage (Second Half of the 19th Century and First Half of the 20th Century)
2.1.3. Third Stage (Second Half of the 20th Century)

2.2. Current Status

2.2.1. Basic Motor Skills
2.2.2. Exercise
2.2.3. Corporal Expression
2.2.4. Motor Games
2.2.5. Physical Activity for Health
2.2.6. Activities in Nature

2.3. What is Physical Education Today?

2.3.1. Unknowns to be Discovered
2.3.2. Physical Education: Body and Movement
2.3.3. Social Dimension of Physical Education
2.3.4. The Sociocultural Perspective

2.4. Objectives and Contents

2.4.1. Intentionality of Physical Education
2.4.2. Objectives
2.4.3. Current Content of Physical Education

2.5. Teaching Effectively

2.5.1. How Should It Be Taught?
2.5.2. How to be an Effective Teacher?
2.5.3. Rules for Efficient Teaching-Learning

2.6. Pedagogical Aspects to Be Taken into Consideration

2.6.1. Women
2.6.2. Special Educational Needs
2.6.3. Education for Nonviolence
2.6.4. Discrimination and Social Exclusion
2.6.5. Responsibility for the Environment
2.6.6. Promoting Responsible Consumption

2.7. Relationships of Physical Education with Sport and Health

2.7.1. Introduction
2.7.2. Sport as Education/Learning
2.7.3. Competitive Sports
2.7.4. Sport as Health

2.8. Relationship Between Physical Education and Leisure Time

2.8.1. Relations with Sports
2.8.2. Maintenance Sports
2.8.3. Recreational Sports

2.9. Body and Mind

2.9.1. Human Physiology in Physical Exercise
2.9.2. Lower Limb and Trunk
2.9.3. Upper Limb and Neck

2.10. Challenges and Changes Facing Physical Education

2.10.1. Education in the 21st Century
2.10.2. Physical Education in the 21st Century
2.10.3. Physical Education in the School of the Future

Module 3. Equality and Diversity in the Classroom

3.1. Basic Concepts of Equality and Diversity

3.1.1. Equality, Diversity, Difference, Justice and Fairness
3.1.2. Diversity as an Integral Part of Life
3.1.3. Relativism and Ethnocentrism
3.1.4. Human Dignity and Human Rights
3.1.5. Theoretical Perspectives on Diversity in the Classroom
3.1.6. Bibliographic References

3.2. Evolution from Special Education to Inclusive Education in Pre-School Education

3.2.1. Key Concepts from Special Education to Inclusive Education
3.2.2. Inclusive School Conditions
3.2.3. Promoting Inclusive Education in Pre-School Education

3.3. Characteristics and Needs in Early Childhood

3.3.1. Acquisition of Motor Skills
3.3.2. Acquisition of Psychological Development
3.3.3. Development of Subjectivation

3.4. Exclusion in School

3.4.1. The Hidden Curriculum
3.4.2. Intolerance and Xenophobia
3.4.3. How to Detect Bullying in the Classroom?
3.4.4. Bibliographic References

3.5. Main Factors of School Failure

3.5.1. Stereotypes and Prejudices
3.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
3.5.3. Other Factors Influencing School Failure
3.5.4. Bibliographic References

3.6. Inclusive and Intercultural School

3.6.1. The School as an Open Entity
3.6.2. Dialogue
3.6.3. Intercultural Education and Attention to Diversity
3.6.4. What Is Intercultural Schooling?
3.6.5. Problems in the School Environment
3.6.6. Actions
3.6.7. Proposals on Interculturality to Work in the Classroom
3.6.8. Bibliographic References

3.7. Digital Exclusion in the Knowledge Society

3.7.1. Transformations in the Information and Knowledge Society
3.7.2. Access to Information
3.7.3. Web 2.0: from Consumers to Creators
3.7.4. Risks Associated with the Use of ICTs
3.7.5. The Digital Divide: A New Form of Exclusion
3.7.6. Education and Digital Exclusion
3.7.7. Bibliographic References

3.8. The Inclusion of ICT in the Diverse School

3.8.1. School Inclusion and Digital Inclusion
3.8.2. Digital Inclusion at School, Advantages and Requirements
3.8.3. Changes in the Conception of the Educational Process
3.8.4. Transformations in the Roles of Teachers and Students
3.8.5. ICT as an Element of Attention to Diversity
3.8.6. Using ICT for Students with Educational Support Needs
3.8.7. Bibliographic References

3.9. Active Methodologies for Learning with ICT

3.9.1. Introduction and Objectives
3.9.2. ICT and the New Educational Paradigm: Personalization of Learning
3.9.3. Active Methodologies for Effective ICT Learning
3.9.4. Learning through Investigation
3.9.5. Collaborative and Cooperative Learning
3.9.6. Problem-Based and Project-Based Learning
3.9.7. Flipped classroom
3.9.8. Strategies for Choosing the Right ICT for Each Methodology: 
Multiple Intelligences and Learning Styles
3.9.9. Bibliographic References

3.10. Collaborative Learning and Flipped Classroom

3.10.1. Introduction and Objectives
3.10.2. Definition of Collaborative Learning
3.10.3. Differences with Cooperative Learning
3.10.4. Tools for Cooperative and Collaborative Learning: Padlet
3.10.5. Definition of Flipped Classroom
3.10.6. Didactic Actions for Programming Flipped Learning
3.10.7. Digital Tools to Create Your Flipped Classroom
3.10.8. Experiences of Flipped Classroom
3.10.9. Bibliographic References

Module 4. Innovation and Improvement of Teaching Practice

4.1. Innovation and Improvement of Teaching Practice

4.1.1. Introduction
4.1.2. Innovation, Change, Improvement, and Reform
4.1.3. The school Effectiveness Improvement Movement
4.1.4. Nine Key Factors for Improvement
4.1.5. How is Change Implemented? The Phases of the Process
4.1.6. Final Reflection

4.2. Teaching Innovation and Improvement Projects

4.2.1. Introduction
4.2.2. Identification Data
4.2.3. Justification of the Project
4.2.4. Theoretical Framework
4.2.5. Objectives
4.2.6. Methodology
4.2.7. Resources
4.2.8. Timing
4.2.9. Results Evaluation
4.2.10 Bibliographic References
4.2.11 Final Reflection

4.3. School Management and Leadership

4.3.1. Objectives
4.3.2. Introduction
4.3.3. Different Concepts of Leadership
4.3.4. The Concept of Distributed Leadership
4.3.5. Approaches to Distributed Leadership
4.3.6. Resistance to Distributed Leadership
4.3.7. Final Reflection

4.4. The Training of Teaching Professionals

4.4.1. Introduction
4.4.2. Initial Teacher Training
4.4.3. The Training of Novice Teachers
4.4.4. Teacher Professional Development
4.4.5. Teaching Skills
4.4.6. Reflective Practice
4.4.7. From Educational Research to Professional Development of Educators

4.5. Formative Creativity: The Principle of Educational Improvement and Innovation

4.5.1. Introduction
4.5.2. The Four Elements that Define Creativity
4.5.3. Some Theses on Creativity Relevant to Education
4.5.4. Formative Creativity and Educational Innovation
4.5.5. Educational or Pedagogical Considerations for the Development of Creativity
4.5.6. Some Techniques for the Development of Creativity
4.5.7. Final Reflection

4.6. Towards a More Autonomous and Cooperative Learning (I): Learning How to Learn

4.6.1. Introduction
4.6.2. Why is Metacognition Necessary?
4.6.3. Teaching to Learn
4.6.4. Explicit Teaching of Learning Strategies
4.6.5. Classification of Learning Strategies
4.6.6. The Teaching of Metacognitive Strategies
4.6.7. The Problem of Evaluation
4.6.8. Final Reflection

4.7. Towards a More Autonomous and Cooperative Learning (II): Emotional and Social Learning.

4.7.1. Introduction
4.7.2. The Concept of Emotional Intelligence
4.7.3. Emotional Skills
4.7.4. Emotional Education and Social and Emotional Learning Programs
4.7.5. Techniques and Concrete Methods for the Training of Social Skills
4.7.6. Integrating Emotional and Social Learning into Formal Education
4.7.7. Final Reflection

4.8. Towards a More Autonomous and Cooperative Learning (III): Learning by Doing

4.8.1. Introduction
4.8.2. Active Strategies and Methodologies to Encourage Participation.
4.8.3. Problem-Based Learning
4.8.4. Project Work
4.8.5. Cooperative Learning
4.8.6. Thematic Immersion
4.8.7. Final Reflection

4.9. Evaluation of Learning

4.9.1. Introduction
4.9.2. A Renewed Assessment
4.9.3. Modalities of Evaluation
4.9.4. The Procedural Evaluation Through the Portfolio
4.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
4.9.6. Final Reflection

4.10. The Role of the Teacher in the Classroom

4.10.1. The Teacher as a Guide and Orientator
4.10.2. The Teacher as Class Director
4.10.3. Ways of Directing the Class
4.10.4. Leadership in the Classroom and in the Center
4.10.5. Coexistence in the Center

Module 5. Didactics of Physical Education in Primary Education

5.1. Motor Development

5.1.1. Introduction
5.1.2. Motor Development and Executive Functions in Children from 6 to 12 Years of Age.
5.1.3. Neuromotor
5.1.4. Resources for Neuromotor Development

5.2. Good Motor Competence is Achieved by Good Motor Learning

5.2.1. Introduction to the Subject
5.2.2. Key Concepts
5.2.3. Physical Education as Part of Constructivist Development
5.2.4. Motor Competence and Its Ecological Approach

5.3. Play as an Educational Resource

5.3.1. Introduction
5.3.2. Is it Possible to Work on Motor Skills by Playing?
5.3.3. Characteristics and Implementation of the Motor Game
5.3.4. Types and Strategies of Motor Games

5.4. Objectives, Contents and Evaluation of Physical Education in the Curriculum.

5.4.1. Physical Education Competencies in Primary Education
5.4.2. Physical Education Objectives in Primary Education
5.4.3. Assessment of Physical Education in Primary Education
5.4.4. Content Development Proposals

5.5. Contents: Hygienic-Postural Habits

5.5.1. Introduction
5.5.2. Articulation by Articulation
5.5.3. The Strength
5.5.4. Strength Learning Methods for Primary School Education

5.6. Contents: Basic Physical Capabilities

5.6.1. Introduction
5.6.2. Resistance
5.6.3. Speed
5.6.4. Movement

5.7. Contents: Basic Motor Skills

5.7.1. Introduction
5.7.2. Displacements
5.7.3. Turns
5.7.4. Jumps
5.7.5. Launches
5.7.6. Receptions

5.8. Contents: Sports Activities in the Area of Physical Education

5.8.1. Introduction
5.8.2. Individual Sports:
5.8.3. Adversarial Sports
5.8.4. Collective Sports:
5.8.5. Evolution of the Conception of Sport up to the Present Day

5.9. Methodology in Physical Education in Primary School.

5.9.1. Classroom Scheduling
5.9.2. Elements of a Teaching Unit in Physical Education
5.9.3. Physical Education Teaching Resources and Materials

5.10. New Methodological Proposals

5.10.1. Excellence, Creativity and Learning
5.10.2. ICT in Physical Education
5.10.3. Gamification in Physical Education

Module 6. Physical Education, Health, and Values Education

6.1. Physical Education and Health

6.1.1. Physical Education and Health
6.1.2. Definition of Physical Education and its Relation to Health
6.1.3. Physical Education and Health: Scientific Evidence
6.1.4. Another Health-Related Term: Quality of Life

6.2. Physical Education and Health: Training in Primary Education (I)

6.2.1. Fitness or Physical Condition
6.2.2. Training and Adaptation
6.2.3. Fatigue and Recovery
6.2.4. Training Components
6.2.5. Principles of Training

6.3. Physical Education and Health: Training in Primary Education (II)

6.3.1. Athletic or Sporting Fitness
6.3.2. Adaptation to Training
6.3.3. Energy Systems of Energy Production
6.3.4. Before You Start: Safety
6.3.5. Conditional and Coordinative Capacities

6.4. Physical Education and Health: Training in Primary Education (III)

6.4.1. Evaluation of the Intensity of Exertion in Physical Education
6.4.2. Work of the Conditional Capacities in Physical Education: 
Primary Education
6.4.3. Evaluation of Conditional Abilities in Physical Education: Primary Education

6.5. Physical Education and Health: Basic First Aid (I)

6.5.1. Introduction and General Principles
6.5.2. Evaluation of the Injured Person
6.5.3. Order of Action: Basic Cardiopulmonary Resuscitation
6.5.4. Consciousness Alterations. Lateral Safety Position
6.5.5. Airway Obstruction: Asphyxias

6.6. Physical Education and Health: Basic First Aid (II)

6.6.1. Hemorrhages: Shock
6.6.2. Trauma
6.6.3. Injuries Due to Temperature
6.6.4. Neurological Emergencies
6.6.5. Other Emergencies.
6.6.6. The First Aid Kit

6.7. Teaching of Physical Education in Relation to Health and Improvement of Quality of Life in Primary Education

6.7.1. Hygiene in Physical Education
6.7.2. Teaching First Aid in Primary Education
6.7.3. Physical Activity and Health Contents

6.8. Physical Education Teaching in Relation to Education Values in Primary Education

6.8.1. Methodology of Education in Attitudes, Values and Norms.
6.8.2. Influence of the Social Context on Education in Attitudes, Values and Norms.
6.8.3. Attitude, Values and Standards Education Evaluation
6.8.4. Educational Intervention in Attitudes, Values and Norms in Physical Education.

6.9. Current and Future of Physical Education

6.9.1. Physical Education Today
6.9.2. The future of Physical Education

6.10. The Physical Education Professional

6.10.1. Characteristics of the Physical Education Professional
6.10.2. Design of Activities in Physical Education

Module 7. Anatomical, Physiological and Psychological Bases of Physical Education

7.1. Introduction to the Human Body

7.1.1. The Human Body
7.1.2. Levels of Organization
7.1.3. Anatomical Position and Directions
7.1.4. Axes and Body Planes
7.1.5. The Cell and Tissues
7.1.6. The Cell: Size, Shape and Composition
7.1.7. Tissues. Type: Conjunctive, Muscular, and Nervous

7.2. The Bone and Joint System. Bone Growth and Development

7.2.1. The Bone System
7.2.2. Anatomical Structure: The Skeleton
7.2.3. Bone Tissue and Bone Types
7.2.4. Functions of the Skeletal System
7.2.5. The Articular System
7.2.6. Bone Growth and Development

7.3. The Muscular System. Muscular Growth and Development

7.3.1. The Muscular System
7.3.2. Structure of the Muscular System. Fibers and Myofibrils
7.3.3. Muscle Contraction Types of Contraction
7.3.4. Functions of the Muscular System. Muscular Growth and Development

7.4. The Cardiorespiratory System. Evolutionary Characteristics of the System

7.4.1. The Cardiorespiratory System
7.4.2. Circulatory System
7.4.3. Respiratory System
7.4.4. Circulatory and Respiratory System Functions
7.4.5. Basic Physiology of the Circulatory and Respiratory Systems
7.4.6. Evolutionary Characteristics of the Cardiovascular-Respiratory System

7.5. The Nervous System. Physical Education Classroom Implications

7.5.1. The Nervous System
7.5.2. Anatomical Organization and Structure
7.5.3. Functions
7.5.4. Evolutionary Characteristics and Implications of the System in Physical Education Classes

7.6. Blood

7.6.1. Blood Characteristics
7.6.2. Blood Plasma
7.6.3. Formal Elements
7.6.4. Red Blood Cells (Red Blood Cells)
7.6.5. Leukocytes (White Blood Cells)
7.6.6. Red Blood Cells and Coagulation

7.7. Energy Metabolism

7.7.1. Energy Sources
7.7.2. Carbohydrates
7.7.3. Fats
7.7.4. Proteins
7.7.5. Bio-energy ATP production
7.7.6. ATP-PC System or Alactic Anaerobic System
7.7.7. Glycolytic or Lactic Anaerobic
7.7.8. Oxidative or Anaerobic
7.7.9. Energy Consumption at Rest and During Exercise
7.7.10. Adaptations to Aerobic Training
7.7.11. Causes of Fatigue

7.8. Evolutionary Characteristics of Human Behavior in Physical Education Classrooms

7.8.1. Concept and Factors Influencing Student Growth and Development
7.8.2. Psychological
7.8.3. Neuromotor Area
7.8.4. Cognitive Domain
7.8.5. Socio-Affective Area

7.9. Psychology in Physical Education

7.9.1. Human Behavior and Psychological Fields of Action in Physical Activity and Sport
7.9.2. Psychology in Physical Activity and Sport: Praxis
7.9.3. Problem Solving Techniques in Physical Activity and Sports

7.10. Development of Autonomy

7.10.1. Self-Body Control
7.10.2. The Evolution of Children’s Autonomy

Module 8. Psychomotor Development of the Individual and its Treatment at School

8.1. Corporeality of the Individual

8.1.1. Integrality of the Person and Psychophysical Relationships
8.1.2. Ourselves
8.1.3. Knowing the Entire Body

8.2. Motor Development

8.2.1. Grow
8.2.2. Motor Behavior and its Measurement
8.2.3. Human Growth and Maturation
8.2.4. Motor Development and the Influence of Physical Activity on Motor Development

8.3. Influence of Psychomotor Skills on Motor Development.

8.3.1. Motor Learning
8.3.2. Objectives of Psychomotor Education
8.3.3. Structuring of Motor Learning and Physical Development of the Child
8.3.4. Psychomotor Skills and Education

8.4. Elements Influencing Psychomotor Development

8.4.1. Body Image and Body Scheme
8.4.2. Controlling Posture
8.4.3. Breathing Control
8.4.4. Laterality
8.4.5. Spatial and Temporal Structuring
8.4.6. Motor Coordination
8.4.7. Relationship Between Early Learning and Psychomotor Skills

8.5. Disorders of Motor and Psychomotor Development

8.5.1. What are Motor and Psychomotor Development Disorders?
8.5.2. What are the Causes and Symptoms?
8.5.3. How Do We Evaluate Psychomotor Development?
8.5.4. Intervention Practices and Psychomotor Methodology

8.6. Basic Physical Capabilities

8.6.1. Resistance
8.6.2. Strength
8.6.3. Speed
8.6.4. Flexibility
8.6.5. Agility
8.6.6. Health Effects of Physical Activity

8.7. Motor Skills

8.7.1. Communication
8.7.2. What are Motor Skills?
8.7.3. Motor Tasks and their Classification
8.7.4. Motor Task Analysis
8.7.5. Motor Tasks in Primary Education

8.8. Principles of Motor Learning

8.8.1. Motor Learning
8.8.2. Implementation of Motor Learning
8.8.3. Phases and Models of Motor Learning
8.8.4. Factors Influencing Motor Learning
8.8.5. Transfer and Motor Learning

8.9. What We Find in the Field of Physical Education

8.9.1. What is Physical Education?
8.9.2. What are your Objectives?
8.9.3. What are its Contents?
8.9.4. Individual Motor Actions in Stable Environments
8.9.5. Motor Actions in Oppositional Situations
8.9.6. Motor Actions in Cooperative Situations, with or without Opposition
8.9.7. Motor Actions in Situations of Adaptation to the Physical Environment
8.9.8. Motor Actions in Artistic or Expressive Situations
8.9.9. Evaluation Criteria (Royal Decree 126/2014).

8.10. Content Blocks Included in the Physical Education Area

8.10.1. Objectives of Physical Education
8.10.2. Block of Contents
8.10.3. Block 1: Common Contents
8.10.4. Block 2: Body Knowledge
8.10.5. Block 3: Motor Skills

Module 9. Individual and Collective Theory and Practice of Play and Sport

9.1. Motor Play and Sport in the Educational Environment

9.1.1. What are Motor Games?
9.1.2. Characteristics of Motor Games
9.1.3. Classification of Motor Games
9.1.4. What is Sport?
9.1.5. Characteristics of Sports
9.1.6. Classification of Sports

9.2. Methodology and Teaching

9.2.1. Traditional and Compressive Teaching Models
9.2.2. Traditional Teaching Styles
9.2.3. Participatory Teaching Style
9.2.4. Cognitive Teaching Styles
9.2.5. Submission of Papers
9.2.6. Aspects to be Taken into Account in the Teaching-Learning Process

9.3. Games

9.3.1. What are Popular Games?
9.3.2. Popular Games: Classification, Distribution and Description
9.3.3. What are Traditional Sports?
9.3.4. Traditional Sports: Classification, Distribution and Description
9.3.5. Popular, Traditional and Autochthonous Games

9.4. Individual Sports: Athletics

9.4.1. Concept and Classification of Individual Sports
9.4.2. Displacements
9.4.3. Jumps
9.4.4. Launches
9.4.5. Regulations, a Detailed Analysis

9.5. Individual Sports: Rhythmic Gymnastics

9.5.1. Individual Sport. Characteristics and Technical and Tactical Aspects
9.5.2. From Basic to More Complex Skills
9.5.3. Specialties in: Rhythmic Gymnastics and Artistic Sports Gymnastics.

9.6. Adversarial Sports: Badminton

9.6.1. Concept and Classification of Adversary Sports
9.6.2. Racquet Sports: Badminton
9.6.3. Basic Rules
9.6.4. Clarification on Strokes and Displacements

9.7. Adversarial Sports: Judo

9.7.1. Adversarial Sport.Deporte de adversario. Common Characteristics and Technical and Tactical Aspects
9.7.2. Judo as a Model
9.7.3. Fundamentals of Foot Judo (Tachi Waza)
9.7.4. Fundamentals of Ground Judo (Ne Waza)
9.7.5. Judo Fundamentals

9.8. Collective Sports: Basketball

9.8.1. Concept and Classification of Collective Sports
9.8.2. Invasion Sport: Basketball
9.8.3. Basic Rules
9.8.4. Phases of Offensive and Defensive Collective Play

9.9. Collective Sports: Volleyball

9.9.1. Collective Sports. Common Characteristics and Technical and Tactical Aspects
9.9.2. Volleyball as a Network Sport
9.9.3. Regulations, Space and Communication
9.9.4. Regulatory and Technical Fundamentals

9.10. Games and Sports Activities

9.10.1. Motor Games and Sport as Social Integration
9.10.2. Motor Games and Sport as an Educational Tool
9.10.3. Motor Games and Sport as a Social Model of Integration
9.10.4. Use of Recycled or Alternative Materials
9.10.5. Relation of Games and Sports Activities with the Objectives.
9.10.6. Relation of Games and Sports Activities with the Evaluation Criteria
9.10.7. Relation of Games and Sports Activities with the Contents.
9.10.8. Future of Sports Games and Activities

Module 10. Artistic and Expressive Physical Activities: Dance, Rhythm, and Body Expression

10.1. Foundations of Artistic- Expressive Physical Activities

10.1.1. Justification in the Early Childhood Education curriculum.
10.1.2. Area 1. Self-Awareness and Personal Autonomy
10.1.3. Area 3. Languages: Communication and Representation
10.1.4. Historical and Social Evolution

10.2. Artistic-Expressive Physical Activities in Education: Transversality

10.2.1. Skills
10.2.2. Area 2: Knowledge of the Environment
10.2.3. Area 3: Languages: Communication and Representation

10.3. Pedagogical Bases of Corporal Expression

10.3.1. The Body Language
10.3.2. The Body and Space
10.3.3. Body Language Techniques

10.4. Body Language: The Body

10.4.1. Body Scheme
10.4.2. Tonic Regulation
10.4.3. Postural Adjustment
10.4.4. Balance and Body Alignment
10.4.5. Laterality
10.4.6. Motor Coordination
10.4.7. Relaxation

10.5. Pedagogical Bases of Rhythmic Activities

10.5.1. Music
10.5.2. Time
10.5.3. Rhythm
10.5.4. The Movement
10.5.5. Methodology

10.6. Pedagogical Bases of Dance

10.6.1. Definition of Dance
10.6.2. Dance Forms
10.6.3. Dance Dimensions
10.6.4. Elements of Dance
10.6.5. Objectives, Aspects and Classification of Dance
10.6.6. Choreography
10.6.7. Methodology

10.7. Psychological Bases of Rhythm and Body Language

10.7.1. Multiple Intelligences
10.7.2. Emotions
10.7.3. Personality

10.8. Psychological Bases of Dance

10.8.1. Attention
10.8.2. Motivation
10.8.3. Creativity
10.8.4. Learning and Memory

10.9. Dance at School

10.9.1. Choreographed Dances
10.9.2. Creative Dances
10.9.3. Methodology of Dance Activities

10.10. Programming and Evaluation

10.10.1. Programming in the First Cycle of Early Childhood Education
10.10.2. Evaluation in the First Cycle of Early Childhood Education
10.10.3. Programming in the Second Cycle of Early Childhood Education
10.10.4. Evaluation in the Second Cycle of Early Childhood Education

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